Carpenters 10000171

I N ST R U CT I O N M A N U A L
No . 4
UNI VERSITY OF CALI FORNI A .
AT LOS A RG ELE S
MARl Z I B M
L I 8 R A R Y
WA R D E P A RT M E N T
I
CO M M TT E E O N E D U CA T I O N A ND S PE C IA L TR AI N I N G
WA S H I N G T O N
CA R PE N T E R S
I N ST R U CT I O N M A N U A L
NO . 4
W A R D E P A RT M E N T
C O M M I TT E E O N E D U C A T I O N A N D S P E C IA L T R AI N I N G
W A S H I N G TO N
WA R D E P A R T M E N T I S UC I O
N TR T N M A UAL
N
No I
C O M M I T T E E O N E D U C AT I O N
.
AND SP E CI AL TR A IN ING
Ideals B ack of Our Training Activities

Ther e are two fundamentals t h at the C ommi ttee wi shes to impress upon
i ns t r u ctors
1 An e fficie nt i ns tru ctor mu s t be a ccu r a te l y in form e d a s
.
t o w h a t j obs a ca rp e nte r, or a b la ck s mith, f or ins ta n c e , m a y

be ca lle d u pon t o d o in t he A r my .
2 . M e thod s
ins tru ction mus t be u s e d whi c h
of i n t he time
a va il a b l e will bes t tra in me n t o d o th es e j obs .
To assist instr uctors in these two im p or tant r esp ects new course outlines
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are being p re p ared b y the C ommittee on E ducation and Special Trainin g .
A soon as comp leted the y wi ll be i ssued to the co o p erati n g schools

s - .
These outlines are s ufii ci nt ly definite to p roduce that degree of s p eci al

e
i a t i on re quired by the v arious Ar

z my C orp s ;yet the y are also s ufii ci nt ly e
flexible to allow fo r the broader develop ment of resour cefulness and initi ative
which are essential to the men in the arm y R esults to be obtained have been .
set down r ather than detailed me 535d s of accom p lishing r esul ts Such
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details can be develop ed best i n each institution through the ingenui ty of the
instructors i n charge .
A promotion p rogram is p refe rable to a rotatin g one I t is not desirable .
to f ollow rigidly a p lan which p rovi des that all students g t a definite length e
of time on each of a numbe r of sp ecified subjects i n r otation though such a ,
program is well sui ted to the most able men .
The wor k should be organi zed so that while the most able men will get
the enti re cour se of i nst uction others will omit those subjects fo r which
r ,
the y have no sp ecial ap titude giving full time and attention to those things
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in whi ch the y show p ro mi se of success I n g eneral this means a cour se .
ar ranged not for the average but for the best student and then administered so
that onl y those men who show o r develo p ability on one job will be p romoted
to the ne x t more diffi cult tas k .
To illustr ate : I n the au to mechani c s quad onl y those men who have
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thoroughl y mastered the deta i ls of the axle and wheel wor k will p rogress to
engine work and then agai n onl y those who show a good unde standing of
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engine construction will ta k e u p furthe r stud y of g a s engine p erformance .
A gai n only those who show s p ecial all aro und abilit y in these things will
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proceed fur the r wi th the stu d y of i gnition timing and the more complicated ,
details of o p eration .
I n a given c our se all men need not start on the same job and all those
p romoted need not tak e up the same ad v anced wor k There are se v e r al p oints
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in each course where men may be started Ob viously a man s first job should
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be of s ufii ci e nt simplicit y for him to proceed intelligentl y All jobs should be

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reasonably se q uential and should present r eal problems the working out of
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which wi ll equip the men wi th first hand knowledge of practical detai ls of

construction o r operation and provide a background for the understanding
of scientific p rinci p les The important facto r i n shifting me nfrom one job
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to the ne x t is that the instructor maintain the idea and spirit of promoti on as
to both pract ical accomplishment and und e rs a nd i ng of fundamental p rin
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ci ple s I n short the educational program all the way thr ough shall recognize
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nati v e ability and previous e x perience and tr ai nmen along the lines they are
fitted to g o and only as fa r as they can ma k e r e al p rogress At the end of the .
co ur se each man will be rated not on hi s average proficienc y i n all the work
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but by listing the kinds of work he can do well .
I n o r de r to p ro vi de for the develo p ment of originalit y i ni tiati v e and real

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thinking p ower and also to prevent learning b y r ul e of thumb the

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teaching should be almost entirely through jobs questions pr oblems and

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guided discussions .
These outlines are not intended for the schoolroom but for the sho p where
they can be used for the gui dance of the instr uctors and the men on the job .
The fr equent gathering of the men in small groups before a blackboar d n the i
sho p where live mate r ial is available for demons t r ation discussion and con
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ference is far p refe r able to the p ractice of formal lectures to large group s .
The accom p lishment of a job is b oth the end to be attained and the means
fo r instruction .
These ideals may not be new b u t are stated here as r e p re senti ng the com
pos i t e ideas of all who are associated in the r es p onsibili t y and conduct of this
work .
C ommittee on E ducat ion and Sp ecial Training

C R D OOLE Y
. .
,
E d u cati onal D irecto r ,
Vocati onal I nstr uction .

WA R D E PA RT M E NT
A D SPE C I A L T R A I N I NG
N
C OM M I TT E E V I SOR Y B OA R D
AD
Brig . obert I R ees

G en R . .
J ames R Angell .
eneral ta f C orp s
G S f Samuel P C a p en .
C ol J ohn H W igmo r e
. . J W D ietz Sec r etar y
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,
Pro v M ar shal G eneral s D e p t

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. Hugh Fr ayne
L t C ol G r enville C lar k
. .
C harles R M ann C hai rman
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A djutant G e ne r al s D ept
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R a ymond H Pearson .
M ajo r Wm R O rton . .
Herman Schneider
Wa r Plans D i vi sion
M ajo r R al p h Bar ton Perr y
E xecuti v e Sec r etary
V O C A T I ON A L SE C T I ON
C R D oole y E ducational D irecto r
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G . W Ho k e A ssistant E ducational D irecto r

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E D I T ORI AL D I V I SI ON
W H Timbie E ditor i n C hief
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,
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J A R andall A ssociate E ditor

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,
F W Boland
. C arpenters and Sheet M etal Wor k ers
.
H D Bur ghardt
. . M achinists
F A C lar k
. E lec t ricians and M echani cs ( N egro Section )
. “ . .
S L C onner
. . Sur veyors and To p ographers
F H E vans
. . G unsmiths and Pipe Fitters
W K Hatt . . C oncrete Foremen
C M J an sk y
. . Telephone E lectricians
R A L eavell
. . A uto M echanics
W H Perry. . E lectricians
E M R anc k
. . Fa rr iers
W R Wor k. . R adio E lectr icians
WA R DE A R T M E NT
P
C O M M I T T E E O N E D UC A I O T N
AND SPEC I A L T R A I N I NG
C A R PE N T R Y
Pa rt I
G ENE RAL I N ORM A I ON F T
S oldiers with certain kinds of technical s kill consti tute a valuable asset
in all branches of the service being as valuable in combatant units as in spe
,
ci li
a zed C orps organizati ons Ou first and great task is to train our men as
. r
soldiers for they must be part of a vast organization of soldiers They have
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been sent to school in order that before e ntering upon overseas duty they
may obtain as much skill and e xp erience as possible in those trades which
will greatly increase their e ff ectiveness as soldiers and add to their usefulness
to C orps to which they may later be assigned .
I t is therefore highly desirable that schools training soldiers reproduce ,
at school as far as possible the army conditions both as to methods of per

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forming w ork and the equipment with which the jobs are done I t is equally .
important that the instruction m t e i l be selected directly from the j obs

a r a
which the men are likely to be called upon to do in the army .
The following outline of a course for soldier carp e nters has been p re p ared
to assist instructors in reproducing the pro p er atmosphere and in selecting
the most fli ci nt methods and the most e f fective instruction materi l I t
e e a .
has been divided into four parts

1. SP E CI A L D U T I E S of soldier carpenters .
2 T H E T R A I N I N G M E T H O D which will in the time allowed give the

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soldier the most experience in carpentry and the use of the necessary
tools and developing his resourcefulness at the same time .
3 JOB SH E E T S
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A J obs which are to be performed by soldiers

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B "uestions the answering of which will test the soldiers knowl

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edge of the necessary procedure in doing the job and of the fun
d m nt l principles underlying this procedure
a e a .
4 SU PP L E M E N T A R Y A ID S— Such as lecture notes bibliography of

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manufacturer s instruction books and data sheets

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USI N G T H E M AN UA LS
Parts On and Two on Special D uties and M ethods of I nstruction
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are primarily for the instructors use The remainder of the manual is to be
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used as J ob Sheets which are to be handed to the soldier along with other
aids at the time the job is assigned to him .
WA R DEP A R T M E NT
C O M M I T E E ON E D U C A I O
T T N
AND SP EC I AL T R A I N I N G
;
The accomp lishment of the job , r athe r than the abilit y to answer the
test ques t ions is the end to be attained A man ma y be able to answer prac
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tically all the questions and still not be qualified to do the wor k The ques
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tions are for the purp ose of calling the soldier s attention to the im p ortant
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features of the task and of ascertaining whether o r not he has acquired the
desired information from doing the job I n all the wor k the ideals set forth
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in the instruction M anual N o 1 sho uld be maintained

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WA R D E P A R T M E N T
AN D SPEC I AL T R A I I NGN
C A R PE N T R Y
P a rt I "
TRAI N I NG M ETHOD
G E N E R A L P R OCE D URE
I n all cases the soldier should learn by doi ng ccordingly the work . A ,
should consist of a maximum of shop or laboratory and outside work in ,
which he is assigned to specific tasks For this purpose the J ob Sheets of .

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Part Three have been prepared I n g n l not more than three hours a
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. e e ra ,
wee k quiz work should be given and this should deal principally with the
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tools tool operations materials nd n w principles of the jobs worked on

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These quizzes or discussions may be divided under three heads as follows

1. M aterials tools care of tools and their uses
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2 A study of the j ob
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3. E stimating and sketching .
I n addition to these discussions short demonstrations and conferences , ,
should be given to small groups before a blackboard set up in the shop .
N o j ob should be attempted until a thorough study and general plan of

procedure has been formed in the student s mind This may be accomplished ’
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by making a sketch of the j ob working up a complete bill of materials and

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analyzing all of the tool operations .
This procedure will prevent the student from going at the j ob by poor
methods mistakes will be avoided and material and time will be saved I t
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will compel him t ouse his own initiative on each task which in the final ,
analysis is the main end to be sought throughout his instruction period .
SCH E D ULE
Accordingly a satisfactory method for training carpenters might consist
of some such proc edure as follows :
First : H ave prepared by men in the detail questionnaires showing each ,
man s past experience Trade test the s oldier if possible

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Second : G ive a short talk on the absolute necessity of proper discipline

in the shop s care of tools equipment and materials a g n l explanation of
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the course with emphasis put upon its impo rtance .
Third : On basis of questionnaire and trade test organize the class into ,
groups as follows
G roup 1 M n with no expe r ience
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CO M M I T T E E ON DUCA IO
E T N
AN D S P EC I A L T R A I N I NG
roup 2 M e n with little e x perience

G . .
G roup 3 M n wi th considerable experience

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Fourth A ssign each grou p to a job which the questionnaires show the
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men are qualified to undertake The way in which the y ta ckle the job or
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com plete the task assigned th em will show whether o r not they have been as
signed to the proper group .
Fifth : The men working at simil ar tas k s sho uld be called to a black board
from time to time as suggested above and questioned concerning their wor k
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and the fundamental principles underlying the p a rticular job at which they
are working R ate each man on each job perfo rmed Samp le record cards for
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this purp ose can be obtained by applying to the committee or a suitable form ,
can be worked out at the school .
W ORKI N G SCH E D U LE
Prepare a schedul e simila r to the following
D ivide the allotted time 8 weeks into two equal periods of time The
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first period 4 weeks to be used in following t h e general or p rescribed course

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The second p eriod or r emainder of time to be devoted to jobs of a mor e

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specialized character .
S ection 1 Sket ching

"uestions
24 hrs D emonstrations
First p eriod of time D iscussions
M athematics
4 weeks— 1 36 hrs W°rk mg the
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1 12 hrs 0
Pre
scribed jobs
S ection 2 Sk etching
"uestions
36 hrs D emonstrations
Second p eriod of time D iscussions
M athematics
4 week— 1 36 hrs .
1 00 hrs W k ng out p e
a i r s cn b e d
jobs
J OB SH E E T S
A j ob sheet fo r this course in carp entry shows the follow ing
First : A working drawing of the j ob .
Second : A photograph of the completed or partly completed job .
Third : A statement of t h e job to be done .

WA R DE PA R T M E NT
C O M M I T T E ON E D U C A I O
E T N
AN D SPEC I AL T R A I N I NG
F ou rth : "uesti ons on too l s d

an tool o p e r at ions i nvolved in doing the job .
U SE OF SH E E T S
Since the job sheet shows a working drawin g of the job a statement of ,
the job and questi ons on the job as well as on the various tools and tool
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o p erations the men of a p arti cula r gr o up when assi g ned to a job should be
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handed the job sheet .
The p hotograph in most c ases is intended to serv e a double pur p ose

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Fi r st : Toassist the student in u nderstanding and reading the work ing

drawings by visualization This will se rve to teach the student the r elation
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shi p between a working d r awing and the finished job .
Se c ond : I t will show hi m b y p i c torial fo rm how to go at the job The .
questions are intended as an incenti v e to ma k e a careful study of the job of ,
the tools and tool pr ocesses in d oin g the job a knowledge of which is essential ,
before attemp ting the tas k Since students naturall y tak e a great interest in
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q uestions arguments and dis c ussions as to thei r correct answers are likely
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to a rise These in themselves will stimulate the students mental activities

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and tend to fix the info rmation in their minds I t is much better for the .
instructor to act as a last court of a pp eal in settling these discussions rather ,
than as a sour ce of information The ideal instructo r is not the one who i m
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parts information to his class but who stimulates and directs his classes so
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that by their own e ff orts the st udents gain the g r eatest amount of skill and
info rmation .
The instructor will find in each of the two sections of job sheets a larger
number of jobs than any one man will have time to do The extra number .
makes it p ossible to sta rt each man on a job suited to his skill and to so
select his jobs as to give him the maximum of training in the eight weeks
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available .
This co ur se is di vi ded into two sections Section one consists of a num .
ber of jobs arranged with reference to the di f ficulty of the hand mani p ulation .
E ach j ob in the first section p resents some project which cannot be done
p roperly without the ap p lication of some n wp rinci p le in car p entry as to e
tools tool operation or method of constr uction The earlier jobs are the
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ones that a rough carp enter will invariabl y be called upon to do first on
new construction wor k These jobs are all made with full size material I t
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is essential in that the soldier be made to work u p on j obs having the

atmos p here of reality .
I t frequently ha pp ens in active operations that the most c onvenient source

of material is nearby structures which may be dismantled The material taken .
from such structur es will be more valuable if considerable skill is u sed in dis
mantling o r w r e cki ng M u c h of the material u sed in th is cou r se can be used
.
AN D SP E C I A L T R A I N I N G
a second and a third ti me J ust before the de p a rtur e of each deta chment
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such finished work as is standing and fo r which there is no market should be

dismantled by the soldiers and stacked up ready for the use of succeeding
classes A small amount of this training wi ll not come amiss if care is taken
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not to dismantle articles at a time and in a mann r to take away the atmos e
ph of real jobs and substitute the atmosphere of exercise work

e re .
D UT I E S
I n practically all C orps of the rmy t here is a demand fo r rough car
A
pe nt ers . These mechani cs should first of all hav e a thorough training in the
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use of tools tool operations shoul d also be trained to use the i r own initiative
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in construction work A mastery of Section 1 of this course will gi v e

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training in what may p roperly be called general carp entry work M n with . e
such training are needed in varying numbers in all C orp s M n trained in the . e
p art of the cour se outlined in Section 2 of this manual will be s p ecially

needed in the E ngineer C or p s in the Field A rtiller y C or p s and in the C oast
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A rtillery C or p s .
E quipment : I t is p referable to provide a s p ecial room fo r this c ar p enters

course rather than to attem p t to use an equipped manual traini ng shop where
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small benches having quick acting ises are closely arranged in a small
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floor s p ace A ratio of free floo r s p ace unusual in school sho p s is r e q uired
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C p en
ar t er Sh e p
P a rt 11 . Fi g . l
WA R D E PA R T M E NT
CO M M I T E ON E D U C A I O
T E T N
A N D S P EC I A L T R A I N I N G
W ood wo rki n g mach i ne tools s u ch as a r e found in most manual training

sho p s ma y not be u sed in this cou r se as it is essential to teach c a rpe ntry fo r ,
a rmy purp oses as a hand trade The type of floor s p a c e r e c ommend e d fo r .
the accommodation of a class of twent y men is sup p li ed by a building meas

uring 32 x 6 4 A temporary structure similar to the one shown in followi ng
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figure is entirely adequate and inex p ensive .
SPE CI F I CA T I ON S A N D S G G E ST ON S T O T H E I N STRU I UCT OR

I t is assume d in writing this manual that the j obs be of such a c ha r ,
acter that the product p roduced will fill an actual need in the communi ty .
I n so me c ases howe v er afte r the com p letion of the job it ma y be fo und tha t
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no available market can be found in which case it may be desirable to tear ,
down (dismantle ) the arti cle and use the material o v e r again for the same o r
othe r jobs With this in vi ew th e follow ing notes have been p re p ared on
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var ious job sheets as an aid to teache r s to so s p e c ify siz es that he can attain
the max imum use of his material in case it is necessary to tear down .
N OTE S
1 . Mate r ial ( Plan k sed for fir st fo ur jobs in this c o ur se i s t o
12 x 2 x8
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) u ,
be u sed fo r a stai r stringe r i n job N o 1 0 These first jobs are e s .

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s e nt i lly p rocesses in tool manip ulation

a a c cur acy and c a r e in the ,
handling of tools and materials which are essential r equirements for

a well trained mechanic A ll of these p oints should be insisted u p on .
b y the instr u ctor .
2 Th e 2 x4 used f or s aw horse should be rough ( sawed ) Hemloc k o r

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similar wood Since it is to be used as a planing job it should not be

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u sed for a second saw horse but may be used fo r bench le g s or head ,
e r s in house framing The legs of saw horse ma y be used to advantage

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fo r nail bo x and bridging in building framing .
3 M ate ial u sed for p lumb rule may be used for this same job a sec o
. r nd time
b y reducing length and width I t can be used later fo r saw horse .
le g s mitre bo x nail bo x or fo r other p ur p oses

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4 I t woul d not be well to use material a second time in ma king a str ai g ht

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ed g e This material can be used howeve r in other constr uc tion wor k

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5 By decreasing size of rise run and width of stairs the lumber used fo r
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these p a rts can be used a second time These second stairs ma y be .
to r n down and the materials used to mak e p arts of othe r jobs as ,
mitre box saw horse work bench nail bo x etc I t is not likely that
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much material c an be salvaged from stringers .
6 The initial carpenter s wor k bench when finished sho u ld not be less than
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7 10 long and 23 wide I t may be dismantled later and lumber used

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by other members of the class constructing a bench to be not less

CO M M I T T E E ON EDUCA IO T N
AN D SPECI A I
. T R A I N I NG
than 7 4 long and 22 wide I t may be dismantled a s econd and a

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third time and made not more than 4 less in length and 1 in width " "
each time Side and end boards should be made

. less in width each
time L umber should be used in constructing other jobs later N ail
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washers should be used on all nails to facilitate their withdrawal in

dismantling .
The jobs N o 1 3 and N o 14 headed Building Framing and R oof

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Frami ng are essentially group j obs ;that is these jobs should be

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given to a group of four students U pon c ompleting t hese jobs and .

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after credit has been given for the work the building should be dis ,
mantled By changing the pitch from one third to three eights or

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one fourth reducing height of building ( shortenin g studs ) ch anging

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sizes of window and door openings length of sill and j oists materials , ,
can be used over for the same j obs by several groups I t will of .
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co urse be essential for the instructor to see that the roof p late has
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been framed up in advance This roof p late should be mounted on

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saw horses and permitted to stand until all members of the class have
finished cutting and fitting into place the three rafters which each is
required to make I n planning this j ob for four students it was con
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t e mpl t d that each student in the group should lay out out and la y
a e ,
in p lace one hi p one common and one jack rafter I t was further
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planned that all four students should wor k together to raise the r idge
board and hip rafters .
A s a second p art of this job these same students should p r oceed to

finish the roof frame referred to in J ob N o 1 3 . .
CA R PE N T E R S
I N S T R U CT I O N M A N U A L
NO . 4
PA R T I I I . J OB S H E E TS
W A R D E P A RT M E N T
I
C O M M TT E E O N E D U C A T I O N A N D S P E C IA L T R AI N I N G
W AS HING TO N
AND SPEC I AL TR A I N I NG
C A R PE N TE R S
Pa rt I I I
DI R E C T I ON S IJOB SH E E T S
F OR U S N G T H E .
The first step in doing any carpentry job is to mak e suitable drawings “
or dimension the drawings on the job sheet and from them make a bill of
materials .
Before starting on the assigned task study carefully the questi ons D eter .
mine what things Should be done the method of doing th em and the order
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in which they should be done "uestions on these points are always found
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at the beginnin g of the sheet .
The purpose of the remai ning questions is to draw your attenti on to the
important features and underlying principles with which you should become
familiar through the doing of the task R efer to the sheet from time to time
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as you progress in the work in order that you may be sure of observing the
detai ls which are important and may become familiar with the reasons for
doing the j ob in a particular manner I t is only b y thoroughly understand
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ing the underlying p rinciples of this job that you will be able to undertake
intelligently similar j obs depending upon the same principles I n this way
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the knowledge gained from doing one task can be used to advantage in doing
others .
SOU R C E S OF I N F OR M A T I ON .
There are several available sources from which you may obt i n the i nf o a r
mation to which the questions relate .
First A study of the machines and tools which you are to use will
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furnish a fund of information that will be of value not only in the job at ,
hand but in any similar job

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Second : C opies of Text Books H and Books D ata Sheets M anufactur ers
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C atalogues and I nstruction Books ar available in the sho p lib r ar y These

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should be consulted frequently .
Third : Some of the men working wi th you ma y have had previous

experience which wi ll enable them to help you D o not hesitate to discuss .
the questions with the other men in the shop .
Fourth : The instructor may be appealed to for such information as you

are u nable to get i n any other way However he will gener all y pr efe r to
.
,
WA R D A R T M E NT
E P
CO M M IT T EE ON DUCA IO
E T N
A ND S EC I A L T R A I I NG
P N
tel l you where the informati on can be found and correct any misinformation
,
which you may have obtained from other s our ces .
N OT E -
P A RT IC U L AR L Y .
I t is of utmost importance that you k now the answer to every questi on

-
on the J ob Sheet and it is equally important that you obtain this information
by your own exertions rather than have the instructor p ass it out to you .
I nformation obtained by experience is likel y to be retained and become a

part of your p e rsonal knowledge whi le information obtained from the instru o
,
tor is readily forgotten Student s should regard the instructor not so much
.
as a source of information as a court of last a pp eal who can settle discus

,
sions and rectify mistakes I t is much better to hav e the instructor judge as
.
to the correctness of the inf ormation which you have obtained by your own
e f forts than to have him give you the information himself .
W AR DEP A R T M E N T
C O M M I T E O N E D U C AT I O
T E N
AN D S P E C I A L T R A I N I N G
CA R PE N TE R S
P re pa re Stock f or St ai r Str i ng e r . Sa w t o a Lin e “
Wo kin g d awin g
r r
Job N 1 Fi g 1
o . . .
Squa r e the ends of a 2 x 1 2 x 8 0 p lan k by sawing

’ "
1 p iece or p ieces from
ends .
Op era t ions : L ining ( p encil and square ) sawing testing with steel square
, , .
How does a p lank dif fer from a board ?

What are saw horses used fo r ?
W hat is a steel squa r e u sed for ?
How sho uld the
square be held
while mar king
a line f r o m
edge to edge ?
From face to
face ?
5 W hat is meant
.
b y squaring
from edge to
edge ? From
face to face ?
6 . What is a cross
cut saw used
for 9 of s ua e Use the q r
.
J ob N Fi g 2 o
. 1 . .
N ote : I t may be necessary to make several cUt s before attaining the de

*
sired r esults ( N ot more than two feet of the plan k to be used for this job )
.
.
A fter each cut is made it should be carefully tested with the square .
AN D SPECI A L TR A I N I NG
7 .
How does a cross cut saw diffe r
from a rip saw ?
8 . What is meant by a 1 0 point
cross cut saw ?
H ow should the saw be held ?
Tell j ust how to start the saw

kerf .
H ow should the blade of saw be

held so as to cut square with
the surfaces of the plank ?
I f the saw leaves the line what

should be done ?
Should you saw on the line ? I f
not on which side of the line
,
should you saw ?

While sawing should you press
upon the saw ?
What should be done to prove
that the saw blade is square
S a ing
t rt t h e s a w cu t with the surface of the
J ob N o
. 1 . Fi g . 3 plank ?
How can y ou p revent the edge
of the p lank from splitting
when finishing cut ?
How can you p rove the end of
the plank has been sawed
square ?
How are saws designated as to
size ?
I f you were going to purchase
a cross cut saw for general
use tell just what you would
ask for .
e en ing h edge f o m s p li in g
Pr v t t e r tt
J ob N Fig 4 o . 1 . .
WA R DEP A RTM E NT
AN D SPEC I A L T R A I N I NG
C A R PE N T R Y
P re pa re Stock f or St ai r Strin ge r . Ri p t o a Lin e .
J ob N o
. 2. Fi g . 1
Operati ons : tri king a chal k line connecting two p oints ri p r awing
S -
, ,
testing with try square .
M aterials : Stock used for J ob N o 1 . .
L ocate a p oint on sur face of 2 x 12 x

plank from edges at ends of plank
6
'
.
C onnect p oints by striking a chalk line .
R i p strip from plank being careful to

follow chalk line and cut square to face
of plank I t may be necessary to make .
two cuts before attaining desired results .
1 I s the term a chalk line always

.
“
used to mean one thing ? E xplain .
2 How should line be held while b

. e
ing chalked ? H ow should chalk be

Ch a l ing
k line
the
held ?
J ob N .Fig
o 2 . . 2
3 Tell how to p revent line from cut
.
ting through chalk while chalking line .
W hat is a scratch awl ? What is it used for ?

How should the line be chalked ?
Tell what is meant by snapping the chal k line and how it should be done -
, .
W hat is a ri p saw ? How does it di f fe r fro m a c r oss c ut saw ?

WA R DE A RT M ENT
P
T E T N
AN D SPEC I AL T R A I N I G N
How should the saw be

held while sawing ?
What p osition should the
o p er ator take while saw
ing ?
H ow should the saw kerf
be started ?
Should cut be made on the
line if not on which
, ,
Sna pp ing t he line side of line ?

J ob
No 2 .Fi g 3
. .
What should be done to

keep saw from binding ?
How should w be cared for ?
sa
Why are the teeth in a rip saw filed di ff erently from those in a cross cut
saw ? E xplain .
D oes the shap e or the size of the teeth di stinguish a rip from a cross cut
saw ?
How should edge of p lank be tested after sawing ?
I f a p lank is mar k ed wide and it is ri p ped on the line will it be
wide when finished ? E xplain .
I f a p lan k 8 wide is to be cut down to 5 wide would y ou do it with a

"
hatchet rip saw or cross cut saw ?

,
Tell something about the di ff erent methods of cutting planks from logs .
Which is the best ? Which is the most common method ?

N ame some of the defects due to irregularities in the growth of timber
w hich render it unsuitable for carpentry .
R i ppi n g t a li ne S p eading
o r the k ef
r
J o b N 2 Fi g 4
.
o. . .
AN D SP EC I A L TR A I N I NG
C A R PE N TR Y
Di m t o a Li n e . H a nd Ax or H a tch e t . P re pa re Stock f or St a i r Stri nge r .
Wo kin g d awi n g
-
r r
J ob N 3 Fig 1
o . . .
,
P r e p ar e stoc k fo r stair stringer Trim to a line with hand a x or hatchet

. .
Op e r ations : M eas uri ng stri king a chal k line scoring and p a r ing
, , .
L ocate two points on surfa ce and near ends of p lank used in J ob No 2 .

,
from sawed ed g e Strike a chalk line connecting points C ut or score

. .
edge from end to end and down to line with hand a x or hatchet Begin at op .
pos i t end of p lank and p are off chips with hand a x or hatchet being careful
e ,
not to cut below the line I f job is not satisfactory a second line may be
.
struck 1 0 from edge and cutting tried a second time

"
.
F a ri n g
J ob N o . 3 . Fig . 2
WA R DEP A RT M ENT
C O M M I T T E E ON E D U C A I O
T N
AN D SP EC I AL TR A I N I NG
How does a hand a x di ffe r fr om a hat chet ?

How should a hand a x or hatchet be held ?
I n measuring across p lank how should rule be held ?
What is meant by scoring ? Why is it done ? How is it done ?
I n scoring about how far a p art should cuts be made ? How dee p should
cuts be made ?
What is meant b y p aring ? How should it be done ?
How does p aring diff er from scoring ?
Should y ou try to get a finished surface with hand a x or hat c het ?
.
I s the hatchet classed as a finishing tool ?

Tell just how to test your results fo r accuracy .
Tell something about the cleavage pro p erties of wood .
Tell something about the hardness of wood When is a wood said to

.
be hard ? N ame some of the hard woods Some of the soft woods
. .
I s hemloc k c onsidered a brittle o r fle x ible wood ?

How man y v ari eties of he mloc k are there ? Which va riety is c onsider ed
the best ?
P
CO M M I T T E ON E D U C A I O
E T N
AN D SP EC I A L T R A I N I NG
CA R PE N TR Y
f ob No 4 .
Pla ne an Ed ge Str a i gh t a nd Sq u a r e . P r e pa r e Stock f or St a i r Str in g e r .
Join t a n E d ge Wi th Ja ck P l a n e .
Wo ki n g d awin g
r r
J ob N 4 Fi g 1
o. . .
Prepare stock for stair stringer J oint edge with jac k plane
. . .
Op erations : Planing use of try square sighting J oint edge wi th ja ck

, , .
plane on plank used in J ob N o 3 straight and square

. .
1 What is a plane used for ?

.
“ Tell how it should be held

5 .
9
9 Which is the toe of the plane ? The heel ?
9 How should you start the plane ? Finish ?
9 What is the plane iron ? H ow is it held in place ?
9 Tell how to ad j ust plane iron if it cuts more on one side than the other ?
I f it cuts too deep ?
7 H ow will you know when edge of plank has been planed square ?
.
8 H ow will you know when edge .
is straight from end to end

of plank ?
What is meant by squaring ?

1 0 What is meant by sighting .
along an edge ?
11 Tell j ust how to sight along an .
edge .
12 H ow should work be held while :
being p laned ?
1 3 Tell some thing about p ine—its .
P la n i n g
J ob N 4 Fig 2
o . . .
general characteristics etc , .
WA R DE P A R T M E NT
AN D SP E C I A L T R A I N I NG
C A R PE N T R Y
f ob No 5 .
M ak e a Sa w Horse Sh own b y t h e Acc ompa nyin g Ph otogr a ph s

a nd D r a in g s w
Wo k i n g d awi n g
r r
J ob N 5 Fi g 1
o
. . .
Operations : L aying out sawing p lani ng nai ling leveling u p wi th rule

, , , ,
and str aight edge .
1. What is meant by a 2 x4 x 3 —6 plank ? How many board feet in this

” ’
plank ?
2 N ame the several steps and tools used in squaring up the 2 x 4 x 3 —
'
. 6
plank fo r saw horse .
3 W hat is a bench sto p ? Fo r what u sed ?

.
4 How should a hammer be held while dri vi ng nails ?

.
5 W hat is meant by an 8 penny nail ? A 1 6 p enny nail ? How many 8d

.
nai ls come to a p ound ?

6 Tell j ust how you woul d with d raw a 1 6 p enn y nail
. .
7. Tell how you would lay off length of legs .
8 Should the legs of a saw horse be cut to the exact length and pr o p er
.
slant ( bevel ) before assembling ? E xplain .
9 W hat k ind of wood will y ou use in makin g saw horse

. Tell something ?
about this wood .

AN D SP E C I A L T R A I N I NG
How many boa r d feet of l umber wi ll i t ta k e fo r t his job ?

Which saw ( ri p or cross cut) should be used for cutting on a slant ?
M a k e u p a com p lete bill Of material fo r this job .
What is meant by a bill of mate r ial ?

H ow should work be held while nailing ?
I s there another way to make a saw horse than the one shown b y draw
ing ? I f so mak e a s k etch showi ng it Tell of its ad vanta g es i f an y
.
, ,
over the one shown b y drawing .
W hy are blocks pla c ed under legs ? How lon g should they be ? How
thick ?
Tell just how to lay off for legs so all will have same slo p e How much .
slope should they have ?

N ame v arious ste ps— their order in making saw horse .
How hi gh should a ca rp enter s saw ho r se be ?

’
Sa w ho se r
J ob No. 5 . Fi g . 2
C O M M I T T E E ON E D U C A I O N
T
AN D SPEC I A L TR AI I G
N N
CA R PE N TE R S
1 06 N o 6 .
M ak e t h e Na il B ox Sh own by Ph otog ra ph a nd Dra wi ngs
Wo ki ng d awin g
r r
J ob N 6 Fi g 1
o
. . .
M ak e a s k etch showing all necessar y dimensions for nail bo x .
M a k e u p an itemized bill of materi al giving length width thickness and , , ,
number of pieces of each size for this job .
What kind of wood would be best suited for this job ? Why ? Tell some
thing about the structure and growth of trees grains of wood and , ,
defects due to irregularities in the growth of the tree .
W hat size and what kind of nails should be used ? H ow man y come to
a pound ?
I f you know of a better way to fit handle to end p ieces show it on y our ,
sketch and submit to your instructor .
6 Which direction should the

.
grain of wood r un in end

p ieces ? W hy ?
7 Would this size nail bo x be sat
.
i f ct o y for a general car

s a r
pe nt e ? Why ? r
8 N ame the tools used in making

.
this job .
9 Tell some of the various uses of

.
a draw knife .
1 0 Tell just how the end p ieces for

.
“b i z?z
ox
pi g , 2 this box should be laid out .
T E N
AN D S P EC I A L T R A I N I NG
11 . Why is a c ove u sed u nde r t r ead ? Sho ul d i t be c a rri ed a r o und unde r the
end of the tread ?
12 . W hat is meant by a mit r e cu t ? How should wor k be held i n mitre bo x
whi le being cut ?
13 . At cents p er foot how mu c h wo uld the lumbe r be wo rth fo r these
ste p s ?
WA R D E PA R T M E NT
C O M M I T T E O N E D U C AT I O
E N
AN D SPE C I A L T R A I N I NG
C A R PE N T R Y
M ak e a Plumb Ru le Sh own by Accompa nyi ng Ph otog raph and Dr a wi n g
J ob N
o. 7 . Fi g . I
1 . is a p lumb r ule used ? D es cribe some jobs r e qui ri ng its u se
H ow .
2 N ame the v ar io u s ste p s in their o r de r in p re p a r ing stoc k fo r p l umb r ule

. .
3 W hat a r e t h e th r ee s mall saw cu ts fo r at to p of p lumb rule ? How a r e

.
they made ? How far ap art should they be ? How dee p should the y
be cut ?
W hy is notch cut out at lowe r end of pl umb rule ?
5 W hy i s it best to bo r e a hole as shown befo r e cutti ng
.
notch ? W hat size bit sho uld be used fo r thi s job ?

6 W h y should e x treme c are be e x ercised in ma king a p lumb
.
rule ?
7 Tell why a c ente r line is ne c essa ry
. W hat tool sho uld be
.
used in drawi ng it ?
8 I f edges of rule and centr e li ne a r e not p arallel what will
.
ha pp en ?
9 N ame the tools used in ma king plumb rule
. .
1 0 W hat is a p lumb bob ? How does it wor k ?

.
11 Tell how to test a p lumb rule fo r accuracy

. .
1 2 I f y ou find y our s i s not ac cur ate how wi ll you pr oceed to

.
ma k e it so ?
1 3 W hat kind of lumber do y o u th in k wi ll be best suited for
.
this job ? W hy ?
1 4 Small bloc k s of e qual thi ckness are often nailed on one
l m b le
.
P u
J ob N oFi g
. 7 .
ru
edge and near ends of p lumb rule Why ?
: 2 .
W A R D E P AR T M E N T
AND S PE CI AL TR A I N I NG
C A R PE N T R Y
M ake a Str a i gh t Ed g e Sh own b y t h e Acc ompa n yi n g Ph otogra ph

and D r a win g
Wo kin g d awin g
r r
J ob N 8 Fi g I
o. . .
Op erati ons : L a ying out sawi ng p laning jointin g boring chiseling

, , , , , ,
testing .
1 W hat u se is there for a straight edge in c arp enter wo rk ? Wh y not u se

.
a chalk line in all classes of wor k ?

2 Should a chalk line or straight edge be u sed on sho rt and accu r ate work ?
.
3 Tell how to lay out handle on straight edge

. .
4 How should y ou pr o c eed to cut out the handl e of the st r aight edge ?
.
5 What is a brace ?
. How used ?
6 W hat is an auger bit ? How does it work ?
.
7 What is meant by a number 1 3 auge r bit ? What siz e auger bit should
.
be used for this job ?

8 Tell just how the straight edge should be used to level up two joists 7
.
ft a p art
. .
9 Tell just how to test edge for str ai ghtness

. .
1 0 Tell just how to test a str aight edge so that y ou ar e ce rtain y our s is tr ue
.
.
11 W hat is a level ?
.
1 2 Tell how to test a level

. .
13 What is the diff e r ence between a p aring c hisel and a mortising chisel ?
.
1 4 Tell what is meant by leveling with straight edge

.
.
1 5 How will you get t h e two edges of the board p arallel ?

.
16 How does a ja c k plane diff e r from a smooth p lane ?

.
17 How c an you be sure the holes are being bored p erp endi c ularl y through
.
the board ?
18 . How ca n y ou pr event s p litting on o pp osite side of board fr om which

y o u ar bo ri n g ?
e
19 . I f yo u find your str ai g ht ed g e i s not t ru e when tested how wi ll y o u pr o

ce e d to ma k e it tru e ?
20 . Why is to p edge of board ta p er ed off as shown b y p hotograph and

drawi ng ?
Leve l
J ob No 8
. . Fi g 2
.
WA R DEP A RT M ENT
C O M M I TT E E O E D U C A I O
N T N
A N D SPEC I A L T R A I N I NG
C A R PE N T R Y
M ak e t h e M i tr e B ox Sh own b y Acc ompa ny in g Ph otog r a p h a nd Dr a wing .
Wo kin g d awi n g
r r
J ob N 9 Fi g 1
o
. . .
Why is a mitre bo x so named ?

I s it necessary that a mitre box be straight and carefull y constructed ?
Why ?
How do you propose laying off the angles for the mitr e cut .
Tell j ust how you would test your mitre box for accuracy ?
Should it be necessary to plane a joint after it has been c ut in mitre bo x ?
What kind of a saw should be used to cut mi t r es ?
How should mitre bo x be held while being used ?
N ame a number of places where mitr e joints are used in house c on
structi on .
What size woul d you make a mitre bo x in order to do most of the work
of a house carp enter ?
W ould you cut a mitr e on a 1 2 x 1 2 timbe r in a mitr e bo x ? I f not tell
how you would lay it out and make the cut .
What k ind of lumber do you think would be best suited for a mitre bo x ?
Tell something about the disti nguishing featur es of the wood used fo r
this job What is meant by heart sha k e Wind shake ?
.
?
CO M M I T T E E ON E D U C A I O
T N
13 . I f nails a r e used fo r this job how many and what size nails should be
used ? I f screws are used what size and numbe r should be used ?
14 . How many of the size nails y o u are going to use fo r this job c ome to the
po und ? How man y s cr ews c ome to a bo x ? How are they designated
as to size ?
15 . What is a gimlet bit ? W hat s iz e bit sho uld be u sed fo r a No 10
. wood
s cr ew ?
16 . What is a countersin k u sed for ? How is it used ?
M it r e
J ob . No 9 . Fig . 2
WA R DE PA R T M E NT
C O M M I T T E E ON E D U C AT I O N
C A R PE N T R Y
J ob N o 1 0 .
La y Ou t a nd Cu t t h e Porch Sta i r Stri nge r s Sh own by t h e Accompany in g

Ph otogra ph s a nd Dra wi n gs .
Wo kin g d awi n g
r r
J ob N 10 Fi g 1
o. . .
U se stock prepared in j ob 4 .
stringers are to be used fo r stairs to cover a

T he rise from ground
level to porch level and a run wi th a total of four
, (4) risers to p orch
level .
J obIINo 1 0 . . Fi g . 2
Se e p hotogr a p h and drawing of stai r J ob No 1 1

. . A lso notes Part 4 .
1 W hat is a stair st rin g e r u sed fo r ?

2 . What is a good a v erage rise and tread for a p orch stai r ?
3 . How many inches ta k en on the tongue and how many on the blade of
square will give the cut in string for tread and riser ?
4 . Tell just how you determined width of tr ead and height of rise r .
What is a good rule to follow in determini n g t h e relati on of tread to riser ?

‘
5 .
C O M M I T E E O N E D U C AT I O
T N
AN D SPECI A L T R A I N I NG
Sawi n g s ai s i n g
t r tr
J ob N 1 0
o . . 1 Fi g . 3
W hat is a framing s q uare ? Which p art is the blade ? The tongue ?

D escribe a p itch board and the manner of using it .
Tell how to make a pitch board after the tread and rise has been dete r
mined M ake one to be used for this job
. .
A e all the risers the same height in a string ? I f not which one is the
r
lowest ? How much lowe r is it than the others ?

I n cutting the tr eads and risers in a string should you cut right on the
line or along side of the line ? I f the latter along which side of the ,
line ?
W hich saw should be used in cutting out a string ?
Vi e w
J ob N o 10
. . Fig . 5
c h bo a d in u se
Pi t r
J ob N 1 0 Fi g 4
o
. . .
WA R D A RT M E NT
E P
T T N
A N D S PE C I A L T R A I N I NG
CA R PE N T R Y
1 05 N o 1 1 .
M ak e t h e Porch or B as e m e nt St a i r s Sh own by Acc om p a n yi ng Ph oto

gr a ph a nd Dr a win g s .
W o king d awi n g
r r
J ob _No 1 1 1 Fi g él
. .
I n p lanning a stair what is the first requirement ?

What is meant by the riser ? By the tread ?
What is a good average amount in inches for the rise and tread for porch
steps ?
What is meant by steps being too steep ? Too low ?
What is meant by the total run ? Total rise ?
6 A there more risers than treads ?
. re
I f so how many ? ,
7 I n building stairs should the risers

.
be nailed in place before the

treads ? I f so why ? ,
8 What p recautions should be taken

.
in planing the end of a board ?

9 What kind of nails should be u sed
.
for this j ob if neat work is re

quired ?
10 Should the treads overhang at their
S ai s
.
J ob N o 11
.
t r
Fi g 2
. .
ends ? I f so how much ? ,
WA R DEA R T M E NT
P
E T N
AN D S PE C I AL T R A I N I N G
CA R P E N T R Y
J ob No 1 2 .
M ake t h e C a rpe nt e r s Work B e n ch Sh own by t h e Acc omp an yi n g

’
Ph ot ograph s and Dra wing s .
J ob No 12
. . fi g . 1
1 . Tell what is meant by a wor king drawing .
What should the wor king drawing show ? D oes it diff e r from a p hoto
graph I f so in what way ?
?
,
Wh at is meant by front elevation ? E nd elevation ? To p view ?

The drawing shows two types of i ses Which one is the better ? The
V .
chea p er ? When would it be necessar y to use the small one shown on

elevation and plan ?
Why are top boar ds of d ifi e r nt th i c knesses used on bench ? A e carpen
'
e r
ter benches always made thi s way ?

AND SPE C I A L TR A I N I NG
Ca p en e s Wo b en c h
r t
'
r rk
J ob N Fig o. 12 . . 2
Holes are bored through front board or apron Why Why are they .
?
staggered ? Wh at is meant by staggered holes ?

6 . These holes are to be
-
in diameter What N o bit will you u se i nl
. .
boring them ?
What p recautions should be taken in boring through a board ?
M a k e a free hand sketch of this bench G ive all dimensions and sizes of
.
lumber to be used .
M ake up a complete bill of materials for this j ob .
I f you are going to use vise screw tell just how you will make out an
order for it .
How high should a car p enter s b ench be ? How wide ? Why are legs of
’
bench placed as shown in drawing ? Would bench be as rigid if

legs were placed with narrow edge to front ?
How wide should vise jaw be ? How long should board be for vise j aw ?
I f vise screw is 1 g , in diameter what kind of a bit wi ll you use i n
"
boring hole for screw ?

I f edges of top boards are crooked so they will not fit closely how sho uld ,
they be pre ared ? What is meant by jointing two edges What tools
p
?
should be used ? What is meant by a warped board ?
o u gh wo k ben c h f c a p en e s
R r or r t r
J ob N 2 Fig 3
o 1
. . .
WA R DEP A RT M E NT
E T N
C A R PE N TE R S
f ob N o 13.
Fra me t h e C o r ne r of a Bu i l d i n g
D imension the drawing showin g plan front ,
and side elevations .
Prepare a bill of material for corner of

building shown by accompanying photographs
and drawings Frame the corner of building
.
using the dimensioned drawings to work

from Thi s is to be a group job Four stu
. .
dents to a group .
1 When we speak of framing a building

. ,
what is meant ?
2 What is the di ff erence in the framing for

.
a full framed and a balloon framed

building Which type is the most
?
common Why ? ?
B u ilding f amin g
r
J o b N 3 Fig 1
o 1 . .
What part of the framework is the

sill M ake a sketch showing a
?
sill for a balloon framed bui lding ,
also show method for fastening

and supporting j oists .
What size plank will you use for

j oists for this j ob ? How many
board feet in a 2 x 10 x 6 plank ” " ’
?
H ow far should j oists be spaced

apart ? Tell how to use the level
board in leve ling up joists .
What is meant by floor bridging ?

Tell how to get the proper bevel
for cutting bridging H ow are .
they usually cut ? What size

stock is usually used A bout how ?
far a p art are they usually spaced ?

I f a suffi cient number OI bridg i ng ,
h o o g a ph FShames
P t o wingi nDPo la c eand W ind ow
r or
p ro p erly cut and na led I n p lace

r
i , J b N 13 Fig 2
o o . , ,
AN D SP EC I AL T R A I N I NG
Wo ki ng d a win g of b u i ld i n g f ame
r r r
J ob N 1 3 Fig 3
o. . .
AN D SPECI AL TR A I N I NG
is not used what is li k el y to ha p pen ? How many nails sho uld be

,
used to fasten bridgi ng ?

6 . What size stock is usually used for studs ? How many boar d feet in a
stud measuring 2 x 4 x 8 H ow far a p art should studs be spaced ?
" " ’
Why ? Why are double studs used for corner p osts ? What is meant
by plumbing a corner post ? How is it done ? What tool is used ?
Why are double studs usually used at openings for doors and win
dows ? What are the horizontal p ieces called that are p laced over
door and wi ndow o p eni ngs ? How are they held in place ? What are
the studding called that are placed below window openings ?
M ake sketch showing how corners of p late are jointed What size stoc k .
should be used for plate ?

I f door is to be 2 6 wide and 6 1 0 high how large should the o p ening
’
-
" '
-
,
be for door frame ?

I f window is to be of double hung typ e and glass is to be 24 x 30 how
large should opening for window frame be ?
1 0 Tell how you can p rove that the doo r and
.
window Openings are perfectly square .
11 H ow high sho uld the to p of the window stool

.
be above joists ?
l u m b i n g o ne post e s p ec t i e of b ui ld in g f ami n g
P r v r
P
.
c r
J ob No 1 3 Fi g 4
.
r
.
J ob N 13 Fi g 5
o
. . .
WA R D E PA RT M E N T
O M M I T T E E DUCA IO
ON E T N
AN D SPEC I A L T R A I I NG N
C A R P E N TE R S
J ob N o 1 4 .
Fr a me a Roof
Put the dimensions upon the drawing in the following figure C ompute .
the lengths of the hip rafters the common rafters and the j ack rafters for a
, ,
roof to cover a building measuring nine feet wide by twelve feet long and
having a one third pitch
-
.
N ote : S roof framing in Part I V page 12

“
ee , .
What is meant by a one half pitch roof A one third pitch roof ? A
- ? -
one fourth pitch roof ?

-
H ow will you proceed to find the length of a common r after ?
Should any allowance be made for thickness of ridge board in figuring

length of common rafters I f so how much ? ?
,
H ow do you find the length of a hip rafter ?
How do you find the length of a j ack rafter ?

What do the terms R ise and Run indicate as applied to roof fram
“ ” “ ”
ing ? A these terms used in any other connection in building con

re
struction ?
I f the run for a certain roof is 1 2 feet and the roof is to be one third pitch -
,
what is the rise ?
What does the term heel cut mean as applied to roof framing ?
M ake sketch showing how to lay off heel cut using the framing square , ,
on common rafters hip rafters and j ack rafters

,
.
N ote roof framing Part I V page 12 ”

: S ee , ,
.
1 0 I n what di ff erent positions is the square placed in laying off heel cut on
.
a common rafter j ack rafter and hip rafter

,
?
11 . M ake a sketch showing how to lay off the plumb cut on a common rafter ,
j ack rafter and hip rafter .
12.
I n what di ff erent positions is the square placed in laying off plumb cut
on a common rafter j ack rafter and hip rafter ?
,
13 . M ake a sketch showing how to lay off the side cut on a hip rafter I . s
there a side cut on a common rafter ? On a jack rafter ?

1 4 What do the terms end cut
.
side cut plumb cut and heel cut
“
,
I I
,
( I
,
"
,
mean as applied to roof framing ?

A ND SPEC I AL T R A I N I NG
OF B OOA
‘
p g A /
‘
l
£1 5 VA
. T i a /v
Wo k in g d a wing
r r
J o b N 4 Fig
o . I . . I .
WA R DE PA RT M E NT
E T N
AN D S P E C I A L T R A I I NG N
M ake a layou t to the foot ( similar to Fig 1 Part I V roof framing )

, .
, ,
fo r a p itch roof Building to measur e 9 6 x 1 2

1
2 . Find length of ' " ’
rafters .
I s there any method by which length of common rafter can be found

without making a layout ? ( Si milar to Fig 1 Part I V roof framing ) .
, , .
Tell how you would find the length of a common rafter by scali ng .
What are the lengths of the common and hip rafters of a one third pitch -
roof width of building across top plate being 1 8 feet H ow long

,
?
should the ridge board be if the building is 3 6 feet long ?
P ho o g ap h of H i Roof
t r p
J ob N 1 Fi g 2
o. 4
. .
Sc lin ga
J ob N o 14. . Fi g . 3
WA R D E P A RT M ENT
C O M M ITTE E O N DUCA IO
E T N
AN D SP E CI AL T R A I I GN N
C A R P E N TE R S
J ob N o 1 5 .
M a ke t h e Wi nd ow F r a me Sh own b y t h e Acc om p a nyin g Pho t o g r a p h

a nd Dr a wi ng s
M ake a dimensioned sketch of this window frame also a bill of material ,
.
W /N D O W P E A /7 5
”
W OR K/N 4 D R A W /N 4 F OR .
J ob Fig l No 1 5
. . .
1 What should be the width of a window frame betw een j ambs or pulley
stiles to acco mmodate a sash for glass 20 wide ?
.
”
WA R D A RT M ENT
E P
CO M M I T E O D U C A I O
T E N E T N
AN D SPEC I A L T R A I ING N
2 . What should be the length of frame from to p of sill to under side of j amb
for a double hung window glass to be 28 long ? ,
"
How much pitch should the sill be given ?

J ambs or p ulley sti les are grooved for parting strip Why ? What tool .
should be used for this ?

5 . How much space must be allowed between jambs and studs for weights ?
What is this space called ?
A e pulleys placed in jambs before or after the jambs are assembled ?
r
H ow can you prove that window frame is square ?

What k ind and size nails should be used for thi s job ?
A fter job has been p roperl y dressed with smooth plane it should be
sanded What number sand pa p er should be used ? Which is the
.
finer N o 1 or N o sand p aper ?

.
. .
When we sp ea k of h ous ed joints what is meant ? ,
Housed j oints are used on this job How dee p should they be cut ?.
What tools are used in making a housed joint ?
mrc r uf f
”
p f e s D e .
W /N D OW F R A M E
J ob No 1 5 Fig 3
h o o g a p h o f W ind o w F ame
. . .
P t r
J o b N 5 Fig 2
r
O. 1 . .
P
E T N
AN D SPECI AL T R A I I G N N
C A R P E N TE R S
J ob N o 1 6 .
M ake t h e D oor Fra m e Sh own by t h e Acc o m p a ny i ng Ph o t o g r a p h

a nd Dr a wi ng s
M ake a dimensioned sketch of this door frame also a bill of material

, .
J ob N O. 1 6 . Fi g I
.
1 .
What is meant by a rabbeted j amb ? What tool should be used for rab
beting jamb ?
2 . Should ends of sill be housed into jambs ;if so how deep ? Should sill
,
be nailed to j amb or jamb to sill ? What size nails should be used ?

3 .
What should be the pitch or fall of door sill ?
4 .
Tell j ust how to assemble parts of frame after they have been prepared .
AN D SPE C I AL T R A I N I NG
S hould side casings be cut to length and nailed or should they be first
nailed and then cut to length ?
5 . N ame several kinds of lumber suitable for this type of work ? Why ?
Tell something about the mechanical properties of this wood .
P ho o g a p h of Do o F ame
t r r
J ob N
o . 16 . Fi g . 3
J ob N
r
o 15
. . Fig . 2
I N S T R U CT I O N MA N UA L
NO . 4
PA R T S U P P LE M E N TA R Y I N F O R M AT I O N
“
D E P A RT M E N T
C O M M I T T E E O N E D U CA T I O N A N D S P E CIA L T R AI N I N G
WA S H I N G T O N
AN D SPE C I AL TR A I I NG N
C A R P E N TE RS
P a rt I V
D ESC RI PT I ON OF THE C ONSTRU C T I ON AND USE OF TH E

VARI OUS TOOLS USED I N TH I S C OURSE
l . A wls scratch ;metal point with wood handle ;used as a pencil in laying
, ,
OPE wor k on rough lumber .
Bits auger ;used in a brace for boring holes in timber

, .
Bits expansion ;used for boring larger holes than can be cut with the bit
,
augers .
Bits screw driver ;used with brace

, .
Braces ratchet ;used for rotating the auger screw driver and expansion
, , ,
bits .
C hisels cold ;used for cutting metal

, .
C hisels framing handled ;used with the carpenter s mallet for a variety
, ,
’
of purposes but largely for cutting mortises , .
D ividers wing ;used in laying off work

, .
D rawknife ;used for shaping timbers .
File saw taper ;used for sharpening saws

, ,
.
H ammer claw ;used for driving and pulling nails

,
.
H atchet ;used for shaping timbers and f o driving nails

’
r .
L evel carpenter s 24 inch ;used for leveling and plumbing

,
’
,
- .
M allet carpenter s ;used for striking frami ng hisels and for other work
’
,
C
that would be bruised were a hamm r to be used e .
Oilstone ;for sharpening tools .
J ack plane ;used for smoothing pieces of timber .
Plumb bob ;6 ounce ;used for determining a vertical line- .
R ules 2 foot 4 fold ;used for laying 3 work

,
-
,
- 0 .
S w cross cut hand ;used for cutting timber across the grain
a , ,
.
S w rip hand ;used for cutting timber along the grain

a , ,
.
S w set ;used for setting saws ( that is bending the teeth in alternate
a ,
directions so as to get the width of cut desired )

,
.
Screw driver ;used for driving screws .
Steel square carpenter s ;used for a large variety of purposes w hen lay
’
ing off work .

AN D S PE CI AL T R AI I G N N
24 . Try square ;u sed largely fo r squa ri ng timbe r .
25 . Tape metallic 50 foot ;used for laying oi? la r ge wor k

, ,
-
.
26 . T bevel ;used for laying OE bevels after the p iece has been s qua r ed .
27 . C h alk car p enter s ;used for laying off wor k

,
’
.
28 . C halk lin e 40 foot ;used fo r laying off work

,
-
.
29 . Pencils carpenter s ;used for laying off wo rk

,
’
.
LUM B E R
F 16 I .
S e a r /o” of zog M a ws u m :
F IG 7 FI G 8 . FIG 9 F l a /0
&
. .
5 00 /09 q of ; A 1 0 4. P fi / l /7
q S A w a ve
;
P a rt IV . P la e
t 1
l CLA SSI F I C A T I ON OF T R E E S
. .
The trees from which most of our lumber is secur ed a r e of two kinds—the
broad leaved such as the oaks poplar and maples and the conife r ous o r
, , , ,
needle leaved such as the p ines cedars etc

,
”
, , .
2 ST R U C T U R E A N D G R OWTH OF T R E E S
. .
I f a cross section of a full grown pine tree is carefully examined at the

“
-
,
center will be found a small pith ;then a great number of concentric r ings ,
varying in width and spacing ;and finally an envelope of bark The rings a r e .
alternately light and dark one light and one dark ring representing a year s
,
’
growth ;the light wood is spring growth and is com p a ratively soft and wea k ;
the dark ring is summer growth and is dense and strong The strength of .
the wood may therefore be meas ured by the ratio of summ er to spring wood
in a unit of volume I n a cross section the rings decrease in thickness from
.
,
the center to the bark ;hence the strongest timber will come from the lowe r
part of the tree midway between the p ith and the bark
,
WA R DEP A RT M ENT
CO M M I T T E E O E DUCA IO N T N
AN D S P EC I A L T R A I N I N G
The sa p wood is a zone of light wea k wood 30 or more rings wide next , , ,
to the bark ;the outer p ortion of it is the growi ng part of the tree The heart .
wood is the inner and darker portion of the secto r and has had no part in the
growth of the tree ;it is much stronger and denser than the sapwood Heart .
wood results from the gradual change of sapwood due to the infiltration of
chemical substances from the ap The proportion of hea rtwood depends upon s .
the age of the tree forming about 6 0 p er cent of an old long leaf p ine
,
-
,
-
.
”
I t follows from this that heartwood is best and that if obtainable at a ,
reasonable p rice it should be used for all work where lasting qualities are
important .
I n addition to the annual rings an examination of a cross section of any ,
log reveals ot h li n s radiating from its center These are known as the
er .
e .
“
medullary rays U sually they do not extend to the bark but alternate
.
,
with others which start at t he bark and run inward toward the center but ,
are lost before they r each the p ith This is shown by E and F of figure 1 .
,
plate 1 .
3 G R A I N S OF W OOD
. .
A piece of wood is said to be fine grained coarse grained cross grained , , ,
or straight grained I t is fine grained when the rings are relatively narrow
.
,
and coarse grained when they are wide Fine grained woods will take a .
higher polish than coarse grained woods When the fibers are straight and .
parallel to the direction of the trunk the wood is said to be straight grained , ,
but if they are twisted or otherwise distorted the wood is said to be cross ,
grained On p late 1 figure 2 A is cross grained ;B partially cross grained ;

.
, , , ,
and C straight grained

, .
4 D E FE CT S
. .
The defects due to irregularities in the growth of the tree which render ,
timber unsui table for the carpenter are heart shake w ind shake star shake , , , ,
and knots Other defects due t odeterioration of the timber both before and
.
,
after it has been placed on a structure are d y and wet rot D ry rot is -
, r -
.
-
caused by a fungus growth and takes place most readily when the timber is so
placed in a structure that it is alternately wet and dry I f it could be kept
“
p erfectly dry or on the othe r hand constantly under water it would last
, , , ,
indefinitely For this reason p iles should be cut oFf below the water level
. ,
.
D ry rot takes place most rapidly when the wood is also confined such as b
-
, e
ing bur ied in a brick wall so that the gases of disintegration can not escape
,
.
This can be prevented by ventilation or by introducing certain salts of mercury

and other metals into the wood .
Wet rot is a fo r m of decay which takes p lace in the growing tree I t is

- .
caused by the tree becoming saturated with water and may be communicated ,
fr om one piece of timber to another by contact .

WA R D E P A R T M E NT
AND S PE CIAL TR A I N I NG
Plate 1 figure 3 shows what is k nown as a hear t shak e I t is c a u sed by

, , .
the formation through decay of a small cavity in the heart of the t r ee whi ch is
followed by the formation of radial cra ck s .
Plate 1 figure 4 shows a wind shake which is caused b y the se p aration of

, ,
the annual rings so that an annular crack is formed in the bod y of the t ree .
Such a crack may extend for a considerable distance in the dire c tion of the
length of the tree This defe ct is said to be caused by the alternate ex p ansion
.
and contraction of the sa p wood and the wrenching to which a tree is subjected
during high winds .
A star shake is ver y much like a heart sha k e e x ce p t that the c rac k s e x ,
tend across the center of the t unk but without the app earance of decay at r
that point .
Warp ing of timber is the resul t of t h eva p oration of p art of the water e
held in the cellular wall of the wood in its natural state and the consequent ,
shrinkage of the piece I f t h timber we r e uniform in str ucture throughout

. e
the shrinkage would be the same in all p arts and ther e could be no warping .
A already explained however wood is made u p of

s , large n umber of layers
, a
of di f ferent thicknesses in d ifi nt p arts of the log so that one layer may e re
shrink more than another in drying Because of the intimate connection b . e
tween these layers one layer can not shrink or swell without changing the
form of those adj acent The timber as a whole must therefore adjust itself
.
to the new conditions and warping results The only way to prevent it is to
, .
permit the log to dry out or season before sawing A fter it is once thor “ ”
.
oughly seasoned it will not warp unless it is allowed to absorb more moistur e .
Figure 5 of Plate 1 shows cracks caused by uneven shrinkage .
Knots are common in all timbers They form at the junction of the main .
tree trunk and branches A t such points the fibers in the main t r un k a r e
.
turned aside and follow the branch as shown in fig ure 6 Plate 1 Often times , .
-
a branch will break off close to the trunk and if the tree is still growing the ,
end of the branch will be buried in the trunk M eanwhile the branch di es .
and a knot is formed Since the dead wood has no connection with the live
.
wood around it it will work loose in time and drop out when the tree is
,
sawed into lumber A knot as long as it remains in place does not seriously
.
impair a timber subjected to a compressive stress but it greatl y weakens a ,
piece sub j ected to tension .
5 . W I N G OF L OG S
SA .
a Squaring a L og
.
“ ”
.
I f a log is to be squared so as to form a single t imber a good rule to

“
follow for determining the dimensions of the largest piece which ca n be cut
from it is as follows : D ivide the diamete r into three e qual p arts and erect
WA R A RT M E NT
DEP
CO M M I T T E E ON E D U C A I O T N
AN D SP EC I A L T R A I N I G N
p er p endiculars at these points as sho w n at A and B in figure 7 of Plate The 1 .
pomt c and d in which these perpendiculars cut the circumference together

s ,
W th the points where the assumed diameter cuts the circumference will give
i
the four corners of the timber This is the largest and best timber that can .
be cut from the log .
b Sawing Planks . .
Plate 1 figure 8 shows several di f ferent methods of Cutting planks from

,
‘
logs I n the first place a log is usually divided into quarters and the planks
.
are cut as shown The method shown at A is the best and is called quarter
.
sawing A ll the planks are cut radially from the center so that the liability
.
,
of splitting or warping is much reduced A fairly good method is that shown .
at B M ethod C which is the most common gives fairly good results l

.
, , . a
though the center plank is the only radially cut plank Planks may be simply .
sliced from the log as shown in figure 9 This is the poorest method of all .
,
as the natural tendency of the plank to shrink will cause it to curve as shown
in figure 1 0 I t is practically impossible to flatten such a plank
. .
6 P R OP E R T I E S OF V A R I O U S T I M B E R S SUI T A B L E F OR
.
CA R P E NT R Y .
a C oniferous— E vergreens
. .
( )
1 White C edar — There are five di ff erent kinds of white c edar in the
s
U nited States of which four are species of white cedar proper while the
,
fif th is known a s the canoe cedar C edar is light and soft possesses consider .
,
able sti f fness and a fine texture White cedar is of a grayish brown color .
“ ”
.
the sapwood being lighter than the heartwood I t seasons quickly is durable .
, ,
and does not shrink nor check seriously I ts principal use is for shingles . ,
posts and railroad ties The trees are usually found scattered amongst other
, .
kinds though they occasionally form quite considerable forests They are
,
.
found all through the northern part of this country and along the Pacific coast .
M ost of the trees are of medium size while others are very large especially ,
the canoe cedar of the N orthwest .
( 2) The red cedars are similar to the others but have a somewhat finer
texture There are two varieties the red cedar proper and the red w ood The
. ,
.
former is found principally in the Southern States and the latter only in
C alifornia .
( )
3 C ypress — This occurs only in the southern part of the country where
it grows in sw amps or along low river banks There are a great many var .
i ti
e of which the G ulf cypress is the best The timber is light straight
es ,
“ ”
.
,
grained and soft and is admirable for s h ingles siding w ater tables sills or
, , , , , .
gutters since it has great resistance to warping and the e ff ect of dampness
,
.
( )
4 H emlock — There are t w o varieties of hemlock one found in the ,
AN D SPEC I AL TR A I N I NG
N orthern States from M aine to M innesota and in the A lleghenies southward ,
to G eorgia and A labama and the other in the West from Washington to
,
C alifornia and eastward to M ontana The eastern tree is smaller than the .
western and its wood is lighter and softer and generally inferior I t is of a .
light reddish—gray color fairly d ur able but shrinks and checks badly is rough
, , , , ,
brittle and usually cross grained

,
-
.
( )
5 S p ruce — Th ere are three k inds of s p ruce — white black and red of , , ,
which the for mer is most commonly seen in the market The wood is light .
and soft is fairly strong and is of a whitish colo r The trees are small so that
, , .
,
the lumbe r can only be obtained in small size I t is quite satisfactory for .
light framing .
White spruce is found scattered throughout the N orthern States .
Black spruce is found in C anada and in some of the N orthern States I t .
is distinguished from the other varieties onl y by its leaves and bark .
R e d s p ruce sometimes k nown as N ewfoundland red p ine is found in the

, ,
northeastern p art of N orth A merica L umber cut from it is similar to that .
cut from black s p ruce .
( )
6 Pines — The distinguishing features of the p ines are their great height ,
strength and freedom from many branches For this reason longer and
, .
larger piec es of lumber can be obtained from them Two distinct classes of .
pine used in building work the soft and hard pine are found in great b und
, , a
ance scattered throughout the entire U nited States The softer varieties are .
used for outside fini shing of all kinds and the harder for heavy framing and ,
floors There are two kinds of soft p ine the white p ine and the sugar p ine
.
, ,
the latter being a western tree found in Oregon and C alifornia while the ,
former is found in the N orthern States from M aine to M innesota A smaller .
s p ecies of white pine is also found along the R ocky M ountains from M ontana
to N w M exico
e .
There are ten di f ferent varieties of hard p ine of which only five are of ,
practical importance to the carpenter These are the long leaf southern p ine .
,
the short leaf southern pine the yellow pine the loblolly pine and the N o
, , ,
r
way p ine The long leaf pine also known as the G eorgia p ine and the long
.
,
straw pine is a large tree which is found from N ort h C arolina to Texas I t
, .
yields very hard strong timbers which can be obtained in large sizes .
Th loblolly p ine is also a large tree I t has more sapwood than the l ong
e .
leaf p ine but is coarser lighter and softer I t is the co mmon lumber p ine
, , , .
encountered from Virginia to South C arolina I t is also fo und in Texas and .
A rkansas I n some places it is known by the name of slash pine old field
.
,
pine rosemary pine sap pine short straw pine or Texas pine The short leaf
, , , , .
pine is much like the loblolly pine and is the chief lumber tree of M issouri
and A rkansas I t is also found in N orth C arolina and Texas
. .
CO M M I T E O
T E N DUCA IO
E T N
AN D S ECI AL
P T R A I N I NG
The N orway p ine is a nort hern tree foun d in C anada and our N orthern
States I t never forms forests but is found scattered amongst other trees
.
, ,
but sometimes in small groves The wood is fine grained and white in color . .
I t consists largely of sa p wood so that it is not very durable , .
G reat care is necessary when orde ing p ine lumber to ma k e sure that the r
purchaser and seller have the same wood in mind when they apply a p ar
t i cula name to it
r White p ine soft p ine and pum pkin pine are terms used in
.
, ,
the E astern States for the timber ta ken from the white p ine tree while on ,
the Pacific coast the same terms refer to the timber of sugar pine The name . .
yellow p ine when used in the E ast is generally applied to the pitch or south
ern p ines but in the West it refers to the bull p ine G eorgia pine or long
, .
leaf pine is a term a p plied to the Southern hard pine which grows in the coast
g i on f om N orth C arolina to Texas and which furnishes the strongest pine
‘
re r
’
lumber on the mar k et Pitch pine may r efer to any of the southern pines or
.
to the p itch p ine p ro p er which is foun d along the coast from N e w York to ,
G eorgia and in the mountains of K entuc ky .
b Broad L eaved Trees

. .
( )
1 A h — This is a wood frequently emp loyed fo r interior finish I t
s .
shrinks moderatel y seasons with little inj ury and will take a good polish
, , .
The trees grow rapidly but only to a medium height They do not as a rule , . , ,
grow together in large numbers Of the si x di ff erent speci es found in the .
U nited States O nly two the white and black ash are used extensively by car
, ,
pe nt s er The first is more common along the basin of the Ohio R iver but also
. ,
occurs from M aine to M innesota and in Texas The black ash ( sometimes .
known as hoof or ground ash ) is also found from M aine to M innesota and
southward to Virginia and A rkansas There is very little di ff erence between .
the two s p ecies .
( )
2 Beech — This is also used to some e x tent for inside finish I t is .
heavy hard and strong but of coarse texture I ts color run s from w hite
, , ,
.
to brown I t shrinks and checks during the process of drying and is not
.
durable when placed in contact with the ground I t work s easily stands well .
, ,
and takes a good polish .
( )
3 Birch — T his is a very handsome wood brown in color but with a ,
satin luster I t takes a good p olish works easily and does not warp I t is
. , , .
not however durable in exposed positions I t is much used to imitate cherry

, ,
.
and mahogany as its grain is very similar to these woods The trees are of
,
.
medium size and are found throughout the eastern part of the U nited States .
( )
4 Butternut — This is light soft and weak I ts color is light brown , , . .
The trees which are of medium size are found in the E astern States from
, ,
M ai ne to G eorgia .
( )
5 C herry — The wood is hea vy hard and strong and of a fine texture ,
.
C O M M I T T E E O N E D U C A T I ON
The heart wood is of a reddish brown colo r while the sa p wood is y ellowish -
,
white I t takes a good polish wo rks easily and stands well I t shrinks con
.
, , .
b ly during drying M ost ch erry lumber is cut from the wild black
'
s ide ra .
cherry tree which is of medium size and found scattered amongst other
-
broad leaved trees along the western slope of the A lleghenies and as far west
as Texas .
( )
6 C hestnut — C hestnut tim ber is used in cabinet work and interio r
finish and some t imes for hea vy construction I t is light fairly soft but not
, .
, ,
strong I t is coarse in texture works easily and stands well but shrink s and
.
, , ,
checks in drying The timber is very dur able The trees grow in the region
. .
Of the A lleghenies from M aine to M ichigan and southward to A labama .
( )
7 E lm — There are fi ve s p ecies Of elms found scattered throughout the
eastern and C entral States The trees are usually large and of r a p id growth
. ,
and do not form forests The timbe r is hard and tough frequently cross
.
, ,
grained hard to work and shrinks and ch e ck s b d ly in drying The wood

, ,
~
a .
will take a high p olish and is well ada p ted to staining The texture runs
, .
from coarse to fine and the color from brown with shades Of gray to r ed .
8
( ) G u m— The wood Of the g um tree is used e x tensively for cabinet work ,
furniture and interior finish I t is of a fine te x tur e and hea vy qui te soft yet
, .
, ,
strong I t is reddish brown in cOlo I t warps and checks badly and is not
. r
.
durable if exp osed I t is also di f ficult to work The s p ecies of gum used in
. .
carpentry is the sweet gum which grows to medium si ed trees with straight ,
-
z
trunks Though quite abundant east of the M ississi pp i Ri v e r it does not tend
.
to form forests .
( )
9 M aple — A lmost all of the maple used in buildings c omes from the
sugar maple tree which is most ab undant in the region of the G reat L akes
, ,
but is also found from M aine to M innesota and southward to Florida The .
trees grow in all sizes and often form quite considerable forests The wood is .
heavy and strong and of fine texture I t often has a fine wavy grain which .
gives the e ff ect known as curly I t is of a creamy white color shrinks “ ”

.
,
moderately works easily and takes a good p olish I t is often used for floo
, , . r
ing and other inside finish .
( )
1 0 O k — There are about 20 di f ferent k inds of oak found in the U nited
a
States which may be classified under three di f ferent heads as the w h i t d e , re

_ ,
and li ve oaks .
The red oa k is usually more p orous less durable and of a coarser texture , ,
than the white or live oa k The trees a of medium size and form a large p ro
. re
portion of all the board leaved forests L ive oak was once extensi vely u sed
-
.
but has become scarce and is now expensive Both the red oak and the white .
oa k are used for inside finish but they are liable to shrink and crack and must , ,
therefore be first thoroughly seasoned They are of slightly di f ferent color .

,
the white oak having a straw color while the red oak has a reddish tinge O k . a
is always better if quarter sawed when it shows what is known as the silver
-
,
grain .
( 1 1 ) Poplar—This wood is also known as white or tulip wood There .
are a numb er of di f ferent varieties growing in various parts of the country .
The tree is large and is most common in the basin Of the Ohio river I t does .
not form forests The wood is light soft free from knots and of fine texture
.
, , ,
.
I n color it is White or yellowish white and frequently has a satiny luster I t .
is Often stai ned t o imitate some of the more costly woods such as cherry I t ,
.
warps badly if not thoroughly seasoned .
( )
1 2 Sycamore — This wood is heavy ha rd strong of coarse texture and , , ,
is usually cross grained I t is hard to work Shrinks warps and checks

-
.
, , ,
badl y The trees grow rapidly and to large sizes They are found through
. .
out the eastern part of the U nited States but are most common along the ,
Ohio and M ississippi rivers .
( )
1 3 Black Walnut — This is a wood which used to be extensively use d
for interior finish and for the manufacture of furniture I t is heavy hard .
, ,
of coarse texture and of a dark brown color Although the wood shrinks
,
-
.
somewhat in drying it works easily stands well and takes a beautiful polish
, , ,
.
The tree is large and of rapid growth I t was formerly abundant in the .
A lleghany region and was found from N w E ngland to Texas and from
,
e
M ichigan to Florida I t is now becoming scarcer and is most expensive

. .
7 . P R OP E RT I E S OF T I M B E R
M E C H AN I C A L .
I n s p eaking of wood we are accustomed to use certain words to express

our idea of its mechanical p ro p erties or Of its probable behavior under certain
conditions Thus we say that a wood is hard tough brittle flexible etc
. , , , , .
’
a Hardness
. .
I f a block of wood is struck with a hammer the resulting impression o ,

r
dent will be dee p or shallow a ccording as the wood is soft or hard A wood is .
said to b very hard when it requires a pressure of about

e pounds per
square inch to make a dent one twentieth of an inch deep A hard w ood
”
-
.
requires only about pounds to produce the same eff ect Fairly hard .
wood will be indented by a pressure of pounds and soft wood with

much less M aple oak elm and hickory are very hard ;ash cherry birch
. , , , , , ,
and walnut are hard ;the best qualities of p ines and spruce are fairly hard ;
and hemlock poplar redwood and butternut are soft
, , ,
.
b Toughness
. .
Toughness is a word which is Often used in connection with timber and ,
im plies both strength and pliability such as is found i n the wood of the elm
WA R DE A RT M ENT
P
CO M M I E ON E D U C A I O
T T E T N
and hick or y Such timbe r will withstand the eff ects of jars and shock s which
.
would cause woods such as the pines to be shattered .
c Flexibility
. .
Timber is said to be flexible when it bends without brea king A flexible .
wood is the opposite to one which is brittle The harder woods taken from .
,
the broad leaved trees are usually more flexible than the softer wood taken
-
,
from the cone bearing trees The wood of the main trunk is more flexible
- .
than that of the limbs and branches and moist timber is mor e fle x ible than dry ,
wood Hic kory is One of the most flexible of all woods

. .
d C leavage
. .
M ost woods split ver y easily along the grain es p ecially where the ,
arrangement of the fibers i s simple as is the case with most conifero u s woods ,
.
I n splitting with an ax the a x heads acts as a wedge and forces the fibers
,
apart and usually the split will run along some distance ahead Of the a x
,
.
The hard woods do not split as r eadil y as the soft woods nor seasoned wood ,
as easily as green wood .
8 SUI T A B ILI TY OF DI FF E R E N T V A R I E T I E S OF T I M B E R
.
F OR C E R T A I N P U R P O SE S .
a To withstand contact with earth—chestnut white cedar cy p ress red

.
, , ,
wood and locust are very good .
b Light Framing—Timber for this p ur p ose should be free from stru e

.
tural defect such as knots and shakes and if p ossible should be obtained in ,
fairly long straight pieces Spruce yellow p ine white p ine and hemlock .
, , -
satisfy these requirements fairly well ;spruce being perhaps a little better
than the others .
c H eavy Framing— A strong timber which can be obtained in lar ge

.
long pieces is necessary for this work G eorgia p ine Oregon p ine and white .
,
oak may all be used as well as N orway and C anadian red pine
, .
d Outside Finish—A wood which can be easil y worked and Wh ich will
.
also withstand the e f fects of the weather is required for all Outside fini sh such ,
as clapboards shingles siding etc White pine cypress or redwood are

, , , .
,
v ery satisfactory All of t hem may be used for either shingles clapboards
.
,
or siding with the additi on of cedar for shingles and someti mes Oregon pine
, ,
and spruce for siding .
e I nterior Finish—I n general a wood should be used which has a p leas

.
ing appearance while for floors hardness and resistance to wear are addi
,
t i on l requi ements
a O k hard pine and ma p le are satisfactory fo r fl oo
r . a , r
ing while white p ine red wood cy p ress and any of the hard woods such as
, , ,
ash butternut and cherry are more adapted to the other uses fo r which
,
interior finish is desired .

WA R A RT M ENT
DEP
C O M M I E E O N E D U C AT I O
T T N
FASTENI NG S
l . NA IL S .
ails are sold in quantity by the keg which holds 1 00 pounds C ommon
N , .
nai ls are thick and have large flat heads They are used in rough work where
.
strength is required Other kinds of nails di f fering from common n ils in

.
, a
the shape of the head or diameter of the shank and especially adapted to
some p articular use are also used A mong them are flooring casing fini h
, . : , , s
ing and box nails .
The size length and diameter in inches Of common nails and the number
,
to the pound is given in the following table
2 . WS
C
S RE .
Screws are manufactured in a great variety of kinds and sizes The flat .
head bright wood screw is the only one that will be consi d ered in this m anu l a .
Screws are sold in quantity by the box which holds one gross The size of .
a screw is designated by stating its length and giving a number indicative of

its diameter beneath the head .
3 B OL T S
. .
The carpenter uses a number of di ff erent kinds of bolts among them ,
machine carriage tire stove and expansion bolts The size of a bolt is given
, , , ,
.
by stating its diameter and length in inches .
The machine bolt has a square head .

WA R D A RT M ENT
E P
CO M M I T E O E D U C A I O
T E N T N
The c arriage bolt has a r ound head and squ are shan k o r body immediatel y
beneath it .
The tire bolt has a countersun k head .
Stove bolts are made either with a flat countersunk screw slotted head -
or with a screw slotted round head -

.
A n e x pansion bolt is a machine bolt with a s p ecial nut so constructed

that it expand as the bolt enters it I t is used by first boring a hole Of a
s .
slightly larger diameter than the nut and a little dee p er than its length The .
nut is then placed at the bottom of the hole the bolt inserted and t ur ned ,
home .
The lag screw is a bolt wi th a square head wi th a gimlet p oint and a

coarse screw thread from the p oint toward the head .
FRAM I NG ROOF
Figure I shows a diagram of the method used to determine the relati v e
lengths of the common and hip rafters For a roof of 1 /3 pitch and unit size .
( unit size means 1 ft run ) line ac shows the unit length of a common rafter ;
.
the length Of line ac is i nches ( S e end view Fig To find the

. e .
length Of the common rafter for any roof having 1 /3 pitch multi p ly the length
of run in feet by inches E xample : For a roof of . ft run 1 /3 pitch .
, ,
x about 1 5 ft The unit length of a hip rafter is determi ned

.
by construction as follows : With a as center ( see top view Fig and ac , .
as radius draw arc cc p oject point c to side view and get p oint c C on
’
r
'
’
n ct c w
, , .
e ith a L ine c is the u nit length of hi p rafter for a 1 /3 pitch roof I t

2
. a
2
.
is 5 long
"
To find the length of hi p rafter fo r an y r oof Of
. p itch mul ,
t i ply the run by
Figure II is a p ictorial r e p resentation of Figure I

, .
Figure III and Figure I V show method of making heel and p lumb cuts
,
of hip and common rafter s .

WA R DEP A RT M ENT
T T N
AN D SPEC I AL TR A I N I NG
WA R DE A RT M E NT
P
T T N
AN D S EC I AL T R A I N I NG
P
T O L AY OF F T H E SI D E CU T F OR H I P RA FT E R .
L ay framing square along top edge of the rafter as shown in Figure III
( top iew ) taking 1 7 on the tongue and the unit length of the hip rafter for
”
V ,
the pitch required as fo r p itch ) on the blade and scribe along the
blade .
P M" 3. . H I P r a w5d P I TCH
4 . c o m /wow e a r n
-
e
P a rt IV . P l at e 3
WA R DEP A RT M ENT
T E N
BU I LD I NG STAI R
Stai rs ar e made u p of thr ee members—the stringers the risers and threads , , .
There is one less thread than riser in a stairs The run is the horizontal .
“ ”
distance covered by the stairs ;the rise the vertical distance as from ground
“
,
”
level to porch level A certain rela t ion exists between the tread and riser of
.
a stair that should be adhered to as closely as p ossible This rule is twice

, .
the rise p lus the tr ead should equal A an exam p le in stair construction s
let us take a stairs coveri ng 3 rise and 3 6 run with 5 risers— 3

,
’ '
-
”
,
'
7 width Of riser ;3 —6 run 42 '

width of tread Therefore
:
”
.
7 on the tongue and on the blade of square will give cut in string
for tread and r ise .
DOOR AN D WI NDOW F RAM I NG

R ule fo r finding size of opening in frame wor k for wi ndows
To get the vertical measur ement between stool and header add 1 1 to
total glass measurement .
The width between studs is gotten by adding

1 0 to the width of glass measurement .
R ule for finding size of Opening in frame work

for door s
To g t the vertical measurement from top of
e
joists add 5 to height of door if double floor is

,
”
u sed .
To get the width of o p ening add 7 to width ,
doo r .
P at
r IV . Pla t e 4
WA R DE A RT M ENT
P
T E T N
A N D SPEC I AL T R A I N I NG
NU M E RI CAL LI ST OF JOB SHEETS
J ob No . 1 C R OSS CU T SA W I N G Op erations : Lining ( p en cil and .

“
s quare ) sawing testing with steel square

, , .
J ob NO . 2 RI P SA WI N G Op erations : C halking a line s t ri king a chal k

.
,
line ri p sawing
,
.
J ob No . 3 C H OPP I N G T O A LI N E ( hand a x o r hatchet ) Op erati ons .
M easuring scoring p aring

, , .
J ob No . 4 J OI N T I N G A N E D G E Operations : Planing testing with a .

,
try square sighting

erations : D i m
.
,
J ob NO . 5 SAW H O R SE op ensioning drawing laying

.
, ,
out as sembling ( nailing ), leveli ng

, , .
J ob . No . 6 N A IL B O" Operations : L ay n g out jointing shap in g with

. i , ,
draw shave .
J ob No . 7 P L U M B R U L E Operations : L aying out jointing p ar allel

.
, ,
edges use of brace bit and marking gauge testing

, , , .
J ob NO . 8 ST R A I G H T E D G E Operations : L aying out chiseling test

. , ,
ing .
J ob No . 9 M I T RE B O" Operations Boring with gimlet bit and r ose

. :
countersink screws and screw drivers

, .
J ob No 10 . ST A I R ST R I N G E R S Ope rations : E stimat ing laying out .

,
with steel square or pitch board .
ST E P S Operations
. E stimati ng laying out use of mitre bo x
: , , .
W OR K B E N C H Op erations : E stimating l aying out assem

.
, ,
bling .
J ob No 1 3 . B U ILDI N G F R A M I N G Op erations : E stimating laying out .

, ,
assembling .
J ob No 14 . R OOF F R A M I N G Operations : Estimatin g l a y ing out with

.
,
steel square assembling , .
J ob No 15 . W I N D OW F R A M E Operations : E stimating laying out .

, ,
j ointing assembling, .
J ob No 16 . D OOR F R A M E Operations E stimating laying out joint

. : , ,
ing assembling
, .
WA R DE PA RT M E NT
T T N
T I T L E S OF U N P R I N T E D JOB SH E E T S *
W I R E E N T A N G L E M E N T F RA M E S Operations C ross . :
lap joint stretching and fastening barbed wi re

, .
RE C T A N G UL A R W A T E R T A N K O perations H oused . :
joints cal k ing

, .
SH A FT A N D G A LL E R Y F R A M I N G Operati ons L aying . :
out j ointing ground sill and cap sill by means of mortise and
,
tenon joints .
ST A N D A R D A T RE N C H F R A M E Operations L aying
“ ”
. :
out with bevel assembling , .
F R A M E D T R E ST LE B E N T Operations : E stimating lay .

,
out use Of bolts

, .
KI N G P OST T R U SS Operations : E stimating laying out

.
, ,
cutting bridge mortise and tenon joints assembling , .
"U E E N P OST B R ID G E T R U SS Operations E stimating . : ,
laying out cutting bridge mortise and tenon j oints assem

, ,
bling .
B R ID G E ( not more than 2 5 foot span ) Operation . 5

°
E stimating laying out bridge joints splices for tension use

, , , ,
of fish p lates erecti ng , .
*Athe signing of the armistice j ob sheets for distinctly military type of

t ,
construction problems were in p reparati on The above titles suggest the .
character and scope of the uncompleted section of this manual .

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I N ST R U CT I O N M A N U A L

UNI VERSITY OF CALI FORNI A .

Ideals B ack of Our Training Activities

t o w h a t j obs a ca rp e nte r, or a b la ck s mith, f or ins ta n c e , m a y

are being p re p ared b y the C ommittee on E ducation and Special Trainin g .

A soon as comp leted the y wi ll be i ssued to the co o p erati n g schools

These outlines are s uﬁi ci nt ly deﬁnite to p roduce that degree of s p eci al

i a t i on re quired by the v arious Ar

A promotion p rogram is p refe rable to a rotatin g one I t is not desirable .

of time on each of a numbe r of sp eciﬁed subjects i n r otation though such a ,

program is well sui ted to the most able men .

in whi ch the y show p ro mi se of success I n g eneral this means a cour se .

engine construction will ta k e u p furthe r stud y of g a s engine p erformance .

be of s uﬁi ci e nt simplicit y for him to proceed intelligentl y All jobs should be

which wi ll equip the men wi th ﬁrst hand knowledge of practical detai ls of

but by listing the kinds of work he can do well .

I n o r de r to p ro vi de for the develo p ment of originalit y i ni tiati v e and real

thinking p ower and also to prevent learning b y r ul e of thumb the

teaching should be almost entirely through jobs questions pr oblems and

C ommittee on E ducat ion and Sp ecial Training

E d u cati onal D irecto r ,

Vocati onal I nstr uction .

Brig . obert I R ees

Pro v M ar shal G eneral s D e p t

G . W Ho k e A ssistant E ducational D irecto r

J A R andall A ssociate E ditor

G ENE RAL I N ORM A I ON F T

I t is therefore highly desirable that schools training soldiers reproduce ,

at school as far as possible the army conditions both as to methods of per

important that the instruction m t e i l be selected directly from the j obs

which the men are likely to be called upon to do in the army .

has been divided into four parts

2 T H E T R A I N I N G M E T H O D which will in the time allowed give the

A J obs which are to be performed by soldiers

B "uestions the answering of which will test the soldiers knowl

4 SU PP L E M E N T A R Y A ID S— Such as lecture notes bibliography of

manufacturer s instruction books and data sheets

in the instruction M anual N o 1 sho uld be maintained

should consist of a maximum of shop or laboratory and outside work in ,

which he is assigned to speciﬁc tasks For this purpose the J ob Sheets of .

tools tool operations materials nd n w principles of the jobs worked on

These quizzes or discussions may be divided under three heads as follows

3. E stimating and sketching .

I n addition to these discussions short demonstrations and conferences , ,

should be given to small groups before a blackboard set up in the shop .

N o j ob should be attempted until a thorough study and general plan of

by making a sketch of the j ob working up a complete bill of materials and

analyzing all of the tool operations .

analysis is the main end to be sought throughout his instruction period .

man s past experience Trade test the s oldier if possible

Second : G ive a short talk on the absolute necessity of proper discipline

the course with emphasis put upon its impo rtance .

roup 2 M e n with little e x perience

G roup 3 M n wi th considerable experience

can be worked out at the school .

ﬁrst period 4 weeks to be used in following t h e general or p rescribed course

The second p eriod or r emainder of time to be devoted to jobs of a mor e